1. FORMATIVE ASSESSMENTS Hertford County Schools

2. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net/http://region1rttt.ncdpi.wikispaces.net/  Add the Region 1 wikispace to your favorites.  Click “Region 1 Events” in the left menu.  Click “Formative Assessments” to access the interactive agenda for today. Click “Agenda”.  Complete the Google Form “Who is in the room?” on your interactive agenda. 2

3. Housekeeping Virtual Parking Lot Penzu.com Reflection Your input is essential and valued! FreeDigitalPhotos.net

4. Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

5. Learning Outcomes  Understand the “big ideas” of formative assessment.  Obtain tools and strategies effective use of formative assessment strategies to improve student learning. 5

6. Six Step Introduction Walk 6 steps to meet a new colleague: Answer Question #1 You’ve been given access to a time machine. Where and when would you travel to? Why? Answer Question #2 If you could be any superhero and have super powers, which one would you like to have and why?

7. Pinch Cards 7 What? Why? When? FreeDigitalPhotos.net

8. Read the four vignettes located on your table. Decide if the vignettes reflect valid examples of formative assessment based on your current knowledge. Four Vignettes 8 FreeDigitalPhotos.net

9. The What… “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.” Council of Chief State School Officers, definition of formative assessment, 2008 1 1 2 2 3 3 4 4 5 5 9

10. Burning Questions JIGSAW ACTIVITY Article: Formative Assessment: Improving Learning in Secondary Classrooms 10

11. Burning Questions (Jigsaw) GROUP 1: What are the benefits of formative assessment? 11

12. Burning Questions (Jigsaw) GROUP 2: What does formative assessment involve in practice? 12

13. Burning Questions (Jigsaw) GROUP 3: What are the major barriers to wider use of formative assessments? 13

14. Burning Questions (Jigsaw) GROUP 3 How can policy promote effective teaching and assessment across systems? 14

15. Burning Questions (Jigsaw) GROUP 4: How can school leaders and teachers address school-level barriers? 15

16. Burning Questions (Jigsaw) GROUP 5: How to promote formative assessment? 16

17. Time to Share Return to your group Share what you learned from your article Identify how you can use this information to improve the use of formative assessment at your school. Share your thoughts with the entire group. 17

18. What’s the difference between summative assessments and formative assessments? 18

19. Monitoring along the way Where are we starting? Where did we end up? Are we moving in the right direction? Are we going at the necessary pace? Are we leaving anyone behind? 19

20. Formative Assessment Model Learning goals and criteria for success should be clearly identified and communicated to students. Teachers must identify/pre-plan the instructional strategies that they will use to collect the evidence of student learning progress. Analysis of student learning will help teachers to design appropriate descriptive feedback to move students forward. Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.

21. If you don’t use them to make a difference in student learning, they’re summative. 21

22. “For assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways: 1.They must use assessments as sources of information for both students and teachers, 2.They must follow assessments with high- quality corrective instruction, and 3.They must give students second chances to demonstrate success.” Thomas R. Guskey, Ahead of the Curve (Solution Tree, 2007), p. 16 22

23. My Favorite “No” How does this strategy allow for immediate re- teach or intervention? How does this approach of discussing what is correct and incorrect address both students' academic and psychosocial needs? 23 https://www.teachingchannel.org/vide os/class-warm-up-routine?fd=1

24. Museum Walk: Examples Mus eum Wal k Who does this strategy address? What grade level ? How can this strategy be used in the classroom? (What does it look like?) Walk and view other posters 24

25. For Example 25 Strategy: Fist to Five Addresses: Individual Learning/whole Grade Level/Subject: K-12 any subject What does it look like? (Give an example from your classroom.) 5 = Very Well 4 = Well 3 = Somewhat Well 2 = Not Very Well 1 = Need More Help 0= Not At All

26. Descriptive Feedback 26 FreeDigitalPhotos.net

27. Feedback Cycle 27

28. Good Feedback… Identifies strong and weak aspects of performance Plays a part in shaping the student’s response to a task Is linked to assessment criteria and expected outcomes Makes sense to students Paul Black, 2003 28

29. You Know It’s Good When… Your students learn—their work does improve. Your students become more motivated— they believe they can learn, they want to learn, and they take more control over their own learning. Your classroom becomes a place where feedback, including constructive criticism, is valued and viewed as productive. Paul Black, 2003 29

30. Feedback Attributes Timing Amount Mode Audience Focus Comparison Valence 30 FreeDigitalPhotos.net

31. 31 Feedback Theatre FreeDigitalPhotos.net Timing

32. 32 Feedback Theatre FreeDigitalPhotos.net Amount

33. 33 Feedback Theatre FreeDigitalPhotos.net Mode

34. 34 Feedback Theatre FreeDigitalPhotos.net Audience

35. 35 Feedback Theatre FreeDigitalPhotos.net Focus

36. 36 Feedback Theatre FreeDigitalPhotos.net Comparison

37. 37 Feedback Theatre FreeDigitalPhotos.net Valence

38. 38 Quality Feedback Criteria 1.It must be timely. 2.It must be specific. 3.It must be understandable to the receiver. 4.It must allow the student to act on the feedback (refine, revise, practice and retry). (Wiggins, 1997)

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40. Formative Assessment Plan Identify a big idea or objective Identify the learning targets Identify the criteria for success Identify how you will collect evidence Discuss how you could document evidence

41. Collecting and Documenting Evidences Mental Notes – Giving special attention while listening to student discourse with intent to remember and provide descriptive feedback. Symbolic Indicators – Record any symbol, understood by you and your students, on your class roster that indicates where the student is in reaching the learning target.

42. Collecting and Documenting Evidences Matrix – A chart with names down the left side and the learning targets written across the top. As students reach each target, check it off or record short phrases to indicate where each student is in the learning process. Audio/Video Recordings – Live documented footage of what a student does and/or says which indicates where they are in reaching the learning target. The advantage of this strategy is that growth can be documented at different intervals.

43. The more you do, the easier it gets... 43

44. NC FALCON North Carolina’s Formative Assessment Learning Community’s Online Network http://www.ncpublicschools.org/acre/falcon/ http://www.ncpublicschools.org/accountability/educators/vision/formative

45. Session Evaluation Visit: http://region1rttt.ncdpi.wikispaces.net/ http://region1rttt.ncdpi.wikispaces.net/ (Section N on your agenda.) Your feedback is important to us!

46. Contact Information Abbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838abbey.futrell@dpi.nc.gov Beth Edwards, PD Consultant, Region 1 elizabeth.edwards@dpi.nc.govelizabeth.edwards@dpi.nc.gov (252) 916-6842 Dianne Meiggs, PD Consultant, Region 1 dianne.meiggs@dpi.nc.govdianne.meiggs@dpi.nc.gov (252) 340-0113